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ERIC Number: ED384022
Record Type: Non-Journal
Publication Date: 1991-Jun
Pages: 33
Abstractor: N/A
Reference Count: N/A
Transfer Effect of Word Recognition Strategies: Research Methodology.
Ceaser, Lisbeth
A study investigated the transfer effect of three different word recognition strategies. Subjects were 90 first- through fourth-grade children randomly drawn from an elementary school population to serve in the experimental group and a like number assigned to a non-instructed control group. Strategies taught to subjects were a graphophonic strategy that featured the use of letter-sound regularities; a structural strategy that relied upon knowledge of base words and inflected endings; and a contextual strategy that called for both syntactical and semantic clues in learning to recognize unfamiliar words. A word recognition test was developed and administered as a pre- and posttest. Items were stratified as words most likely to be recognized either by graphophonic, structural, or contextual strategies. Results indicated significant differences between experimental and control groups following instruction in each of the three strategies with the experimental group achieving double that of the control group. Findings suggest that the teaching of multiple word recognition strategies is effective in improving the word recognition skills of young readers, and that the teaching of these strategies be included in the content of reading methods courses at California Polytechnic State University at San Luis Obispo. (Contains 11 references and 3 tables of data. The Transfer Effect Decoding Test is attached.) (Author/RS)
Publication Type: Dissertations/Theses - Practicum Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A